national standards for psychological literacy and global citizenship

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(i.e., the development, assessment and evaluation of psychological literacy and global citizenship, Aims 1 and 2), (b) sharing of effective strategies and resources relevant to Aims 1 and 2, (c) updates and sharing of research findings on effective university student learning and performance (Aim 2), (d) introduction to various L&T resources and networks (e.g., APEN; Aims 1-3), and (e) the development of an informal network amongst these L&T leaders, which potentially will provide an impetus to sustain collaboration through APEN/PsyEd membership (Aim 3). Evidence for outcome attainment: Most meetings and conference forums/symposia were run under the APEN/PsyEd banner, thus increasing the visibility of the network to other academics and educators (e.g., the five 2010 APEN meetings; APS conference forums and symposia; almost all Australian departments were represented at the Summit); State representatives for APEN/PsyEd in NSW, Queensland, Victoria and South Australia were identified, with some initial social events, and a commitment to stage annual meetings of interested psychology educators; The resource repository was constructed within the website of this network, with the strong support of the PsyEd co-convenors; The PsyEd website was maintained and updated during this Fellowship; Figure 9: UNSW Psychology PsyEd office bearers contributed to the management of the Resource Competition, as well as contributing resources themselves; and, Alumni Launch (April, 2012) The majority of the Fellowship Advisory Group (AG) members were PsyEd members, with a co-convenor representing the network. 4.2.2 Development and support of alumni organisations, and focus on employers It became apparent that a national organisation would not be successful unless there were strong university-based chapters—thus we focussed on the local level. It should be noted that many graduates become employers of other psychology graduates; both groups are important to informing the aims and outcomes of UG psychology education. Evidence for outcome attainment and initiation of stakeholder contact: The initiation of an alumni organisation at UNSW, with positive ratings and engagement, and evidence of continued activities; The development of Guidelines for establishing such an organisation (http://www.groups.psychology.org.au/tlpig/); A pilot survey of graduates; A pilot survey of employers (both these surveys informed discussions of aims, outcomes and curriculum of the psychology major); NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 18
Two UNSW alumni were members of the Fellowship Advisory Group; and, Positive engagement with the UNSW Psychology Executive Committee (of employers). 4.2.3 Support of local and national student organisations Although (surprisingly) not included in the original objectives of the Fellowship, support of the local UNSW Psychological Society allowed the opportunity to link alumni and student organisations, and to increase awareness of psychological literacy. At the national level, the APS has committed to explicitly including students in its new divisional structure, currently being enacted. Evidence of outcome attainment: The inclusion of psychological literacy material on the UNSW Psychology website; The prompted establishment of a student section on the APS website (http://www.psychology.org.au/studentHQ/); The involvement of the President of the UNSW Psychological Society in the APS Membership Advisory Group; The development of Guidelines for establishing such local and national student organisations (to be posted on http://www.groups.psychology.org.au/PsyEd/resources); A UNSW student was a member of the Fellowship AG. 4.2.4 Support of local and national transdisciplinary networks with a general or specific focus on academic standards and quality Quality improvement in HE is facilitated by the sharing of evidence-based practice, much of which is generic across the disciplines. Key to this process is opportunities for educator interaction, which can be facilitated through networks. Evidence of outcome attainment: Co-organised (with UNSW Promoting Excellence Initiative) the Sydney ALTC Roundtable (September, 2010), which allowed NSW participants to network and learn how to apply for an ALTC grant; Support of the continuation of the ALTC tradition and impact through OLT; Support of the establishment of the Australian Learning and Teaching Fellows (ALTF) (the Fellow is currently Vice- President), and their Forums, which always have standards and assessment as themes. “…was a useful event. There was an interesting set of presentations. Thank you.” (Participant @ Sydney ALTC Roundtable) In summary, a wide range of successful integrated and interactive network activities constituted the primary means for achieving the aims of this Fellowship. Figure 10: Amit Majumder (guest) and Leigh Mellish (President, UNSW Psychology Alumni) at Alumni Launch NATIONAL STANDARDS FOR PSYCHOLOGICAL LITERACY AND GLOBAL CITIZENSHIP 19
Page 1 and 2: National Standards for Psychologica
Page 3 and 4: Acknowledgements This Initiative wo
Page 5 and 6: Executive Summary The primary aim o
Page 7 and 8: Table of Contents ACKNOWLEDGEMENTS
Page 9 and 10: Chapter 1: Introduction “The disc
Page 11 and 12: Rigorous consultation at the nation
Page 13 and 14: psychology major graduates who did
Page 15 and 16: 2012 UG Psychology Summit, one youn
Page 17 and 18: three issues remain: (a) there is l
Page 19 and 20: Table 1: Average Ratings of Graduat
Page 21 and 22: 3.2 Progress toward achieving aims
Page 23 and 24: ecognised as the key outcome. “Ps
Page 25: Chapter 4: Networks and the Making
Page 29 and 30: 5.2.1 International and transdiscip
Page 31 and 32: this group. The needs and opinions
Page 33 and 34: 6.3 Recommendations and Considerati
Page 35 and 36: 9. Peak disciplinary and profession
Page 37 and 38: undergraduate psychology education:
Page 39 and 40: Waring, T. (2008). The regulation o
Page 41 and 42: Date(s)of the event Organised by UK
Page 43 and 44: Date(s)of the event Event title, Lo
Page 45 and 46: The University of Notre Dame The Un
Page 47 and 48: Cranney, J., & Voudouris, N.J. (201
Page 49 and 50: Invitations to Facilitate or Speak
Page 51 and 52: accreditation review procedures bas
Page 53 and 54: Length (Volume of Learning) 3.1.1 T
Page 55 and 56: Demonstrate the motivation and capa
Page 57 and 58: “standards” for assessment prio
Page 59 and 60: (this could include student psychol
Page 61 and 62: Evaluation Report ALTC National Tea
Page 63 and 64: networks of psychology educators to
Page 65 and 66: The indicators and evidence used to
Page 67 and 68: Desired Outcome Indicator for Evalu
Page 69 and 70: Chairing the psychological literacy
Page 71 and 72: was created explicitly to develop a
Page 73 and 74: J. Cranney and D. S. Dunn (Eds.), T
Page 75 and 76: Vancouver. Invitations to Facilitat
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As a first stage in the development
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Much of the evidence that attests t
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The amount of logistical planning i
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modify one’s original agenda if n
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July 18, 2012 Evaluation of ALTC/OL
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have more impact than most of the c
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July 24th, 2012 Re: Project Review
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stakeholders assess the current Aus
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and global citizenship amongst rele
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NATIONAL STANDARDS FOR PSYCHOLOGICA
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national standards for psychological literacy and global citizenship

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